Teaching business ethics is a formidable task. The lingering question of whether we can teach business ethics has plagued educators and scholars. Unlike a typical competence-based module that quantitatively reflects a student's performance through their grades, grades alone cannot represent a student's ethical conviction. The business ethics module aims to transform a student's moral disposition, instill moral virtues in them, and reduce their capitalistic tendencies. The inculcation of these intangible moral virtues requires a breakaway from traditional teaching methods. This paper discusses the potential for fostering business ethics through sensemaking anthropological elements in case studies. I argue that instead of an instructional delivery method of case study delivery, students that study the anthropology of a corporate crisis and sensemake its moral change may experience a deeper level of moral response. This paper, reflecting on a postgraduate task inspired by the Volkswagen Dieselgate crisis, delves into how this task enables students to comprehend Volkswagen's deconstruction process, ultimately leading to a moral transformation and reinvention. Towards the end of the paper, I delved into some "unusually sentimental" student feedback, which resonated with deeper reflexive responses when using this new approach.